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Travelling a positive path

PSPS Scottish Network Meeting February 2008 Research into Action: A Learning Community Response Patricia M Murray Senior Educational Psychologist. Travelling a positive path. PSPS Strategy Overview Embedded within the new Learning Communities and Joint Support Teams.

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Travelling a positive path

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  1. PSPS Scottish Network Meeting February 2008 Research into Action: A Learning Community ResponsePatricia M Murray Senior Educational Psychologist

  2. Travelling a positive path

  3. PSPS Strategy Overview • Embedded within the new Learning Communities and Joint Support Teams. • Involvement of young people via the transition passport. • Development of a common transition protocol for training providers. • FE college audit to develop a common assessment and reporting framework.

  4. Tackling disengagement: A Europeanperspective (Kendall et al 2005)_ Maintaining and monitoring strategies which focus on pupil attendance and behaviour in school. Non-curriculum support with a focus on providing support for students emotional, social and behavioural needs. Curriculum diversification and differentiation Utilising both PREVENTATIVE and CURATIVE strategies At a local level the importance of local responses to local need and effective communication between agencies.

  5. What our ‘missing’ children said Found it difficult to return after having been off for a time I’d like to go but a just cannae its too hard for me sometimes. Too much for me.Because it was embarrassing being off and then going back in so I usually just stayed aff. Most liked being at school and didn’t like being at home as it was Boring Aye. Lying in my bed all day. Daen the same things every day

  6. What our ‘missing’ children said Didn’t know what other options there were. Didnae know I could go to college Bullying related to territorial issues appeared to be an issue First it was bullying and that made me no sure about school, some of the times I was sick and then it was I kina got into routine of being absent IMPACT : CHALLENGED ASSUMPTIONS

  7. Better monitoring and tracking. Initiated by school IST (Interagency Support Team) • Audit of additional support needs in feeder primaries. • Audit of identified risk factors in feeder primaries • Clarification of who the LAAC and LAC children were.

  8. Graph 1 Potential Indicators of Risk

  9. Barriers to learningGraph 2 Handout

  10. Impact on school practice P6-S1 Enhanced Transition arrangements P6 Transition planning meetings to identify vulnerable pupils and plan input e.g. Blairvaddoch or Barnardos Project P7 / S1 Enhanced transition arrangements LAAC mentoring programme with trainee teachers for targeted pupils. PALS project 10 session (multi agency) 30 kids

  11. Select Examples 0f School Based Responses S2 –S6(Hunter Foundation) S2 and S3 v     Introduce new S2 pupils into MCMC cohort for closer tracking and support v     20 pupils undertaking 10 week block of Emotional Literacy provision by H4U v     Identify LAC pupils who will benefit from out of School Mentoring – funded by CHCP bid. v     Residential team building and soft skill’ building experience with S3 DHT prior to ‘moving up’ v  Additional Core Enhancement class created due to 90 S3 pupils now two levels or more below the excepted 5:14 standard. v     Introduction of Princess Trust XL programme v     Full use of newly created classrooms for Princess Trust, Activate and additional Maths and English classes created for erratic attendees regardless of ability levels v     Beauty Enterprise course at college of Commerce to 26 weeks for S3 and S4 girls. v     Monthly visit by EEO to Vocational College providers to ensure youngsters on track for courses.

  12. School Based Responses S2-S6 S4 v     Ensure attendance and progress tracking of Youngsters on EVIP etc v     Encourage Breakthrough Motivation uptake for disengaged - Feb to June. v     Introduce of GEMAP (Greater Easterhouse Money Advice Partnership ( session for lowest Maths sections. v     CITB and GTG mock assessments being introduced v     Henry Boot 1 day programme over 5 weeks S5 v     Ensure Winter leavers who obtained ‘early release’ are tracked for attendance and progress weekly – intervention in place to ‘mop up’ any who disengage. v     Ensure all summer leavers who are currently unemployed receive copies of all College/Training opportunities. v     12 week Construction training programme established for disengaged with guarantee of training place on completion.

  13. Continued • General • v     Introduction of ‘All About Me’ document created in conjunction with Psychological Service to be completed by all S1 – S4 pupils to ensure awareness of pupil ‘issues’ personal goals etc – to be used by Tutor Teachers. SMT and Pastoral care. Will also be used as a transitional document if required. This will be revised by pupils towards end of term. • v     Ensure identified cohort and their parents/Guardians are aware of ‘open door’ policy of Senior. • v     Establishment of Curriculum Development Group for Less Able involving Middle Managers, Psychologists and Senior Management. • Ensure those not originally identified as MCMC but have since dispensed are allowed opportunities where possible. • Outreach to home where required by partner agencies e.g. sw, health, psychological services etc.

  14. Knowing our Pupils Identified Risk Factors v     Abilities below level B v     Parents/ Guardians / carers suffering from alcohol and or drug addictions v     Mental health issue v     Young leaver girls pregnant or have young babies. v     Young people caring for parents and younger siblings v     Young people LAAC v     Young people living with domestic abuse v     Young people living with temporary accommodation v     Young people require to move due to domestic circumstances often facing violence and/or live in consistent fear and some require to get 2 buses to school. v     Young people not in the family home and are unofficially looked after by friends or relatives. v     Some young people do not have heating of hot water at home or basic appliances. v     Some young people cannot afford to replace shoes or uniforms due to parental circumstances. v     Significant numbers of young people under supervision orders but do not have an allocated SW and are therefore not supported. Some young people have actually lived rough due to home circumstances.

  15. IMPACT AND OUTCOME • Improved destination outcomes in general. • Increased multi agency working • Increased range of vocational pathways • Better monitoring and tracking • Key member within SMT to drive initiative (non teacher)

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